Kalla kriget - då, nu, sedan : En historiedidaktisk intervjustudie om hur historielärare arbetar för att utveckla elevers historiemedvetande genom undervisning om kalla kriget

Detta är en Kandidat-uppsats från Linnéuniversitetet/Institutionen för kulturvetenskaper (KV)

Sammanfattning: Some may say that the chilling breezes of the Cold War are running through Europe following the Russian invasion of Ukraine in February 2022 and the world is once again reminded of the dark history of the second half of the 20th century. The multifaceted concept of historical consciousness sears through the Swedish curriculum since 2011. Those two components combined lay the foundation of why this essay aims to study how Swedish history teachers operate to develop the students’ historical consciousness through their education about the Cold War. The method used to conclude the result in this essay is semi-structured interviews. The results are subsequently analyzed using three varying definitions of historical consciousness, which are defined by Karl-Ernst Jeismann, Bernard Eric Jensen and Jörn Rüsen, as well as a theory of implementation issues (implementeringsproblem) established by Evert Vedung and Lennart Lundquist. Additionally, the result is also discussed in relation to previous research regarding teachers’ concept of historical consciousness, how teachers integrate the Cold War in their history education as well as how they correlate their teaching to the curriculum.Although the result shows that the teachers’ answers vary, they all share the same view on historical consciousness as a time dimensional concept which can be linked to the definitions of Jeismann, Jensen and Rüsen. The implementation issues shown in the result are mainly a consequence of the lack of time to implement historical consciousness in the teaching as well as a lack of full understanding of the concept and its close ties to the curriculum. A vast majority of the teachers in the study also believe that the Cold War is one of the most important parts of history education.Our conclusion is that history teachers find historical consciousness difficult to define and that the obstacle against educating the students towards a better historical consciousness is time as well as their own interests. 

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